Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 9.238 questões
Texto 01
Going Mobile, Going Further!
By Anderson Francisco Guimarães Maia – October 28, 2016
So what happens to “learning” if we add the word “mobile” to it? The increasing and rapidly developing use of mobile technology by English language learners is an unquestionable aspect of today’s classroom. However, the attitude EFL teachers develop towards the use of mobile devices as an aid for language teaching varies greatly.
The unique benefits of mobile learning for EFL teachers include the ability to bridge formal and informal learning, which for language learners may be realized through supplementary out-of-classroom practice, translation support when communicating with target language speakers and the capture of difficulties and discoveries which can be instantly shared as well as being brought back into the classroom. Mobile learning can deliver, supplement and extend formal language learning; or it can be the primary way for learners to explore a target language informally and direct their own development through immediacy of encounter and challenge within a social setting. We still miss sufficient explicit connection between these two modes of learning, one of which is mainly formal and the other informal. Consequently, there are missed opportunities in terms of mutual benefit: formal education remains somewhat detached from rapid socio-technological change, and informal learning is frequently sidelined or ignored when it could be used as a resource and a way to discover more about evolving personal and social motivations for learning.
One example of how mobile devices can bridge formal and informal learning is through instantmessaging applications. Both synchronous and asynchronous activities can be developed for language practice outside the classroom. For example, in a discussion group on Whatsapp, students can discuss short videos, practice vocabulary with picture collages, share recent news, create captions and punch lines for memes, and take turns to create a multimodal story. Teachers can also create applications specifically to practice new vocabulary and grammar to support classroom learning.
Digital and mobile media are changing and extending language use to new environments as well as creating opportunities to learn in different ways. Mobile technology enables us to get physically closer to social contexts of language use which will ultimately influence the ways that language is used and learned. Therefore, let us incorporate mobile learning into our EFL lessons and literally “have the world in our hands”.
(Disponível em http://www.richmondshare.com.br/going-mobile-going-further/)
TEXTO IV
Use of Technology in English Language Class
Technology is an effective tool for learners. Learners must use technology as a significant part of their learning process. Teachers should model the use of technology to support the curriculum so that learners can increase the true use of technology in learning their language skills (Costley, 2014; Murphy, DePasquale, & McNamara, 2003). Learners’ cooperation can be increased through technology. Cooperation is one of the important tools for learning. Learners cooperatively work together to create tasks and learn from each other through reading their peers’ work (Keser, Huseyin, & Ozdamli, 2011).
Bennett, Culp, Honey, Tally, and Spielvogel (2000) asserted that the use of computer technology lead to the improvement of teachers’ teaching and learners’ learning in the classes. The use of computer technology helps teachers meet their learners’ educational needs. According to Bransford, Brown, and Cocking (2000), the application of computer technology enables teachers and learners to make local and global societies that connect them with the people and expand opportunities for their learning. They continued that the positive effect of computer technology does not come automatically; it depends on how teachers use it in their language classrooms.
AHMADI, M. R. The use of techonology in English language learning: a literature review. International Journal of Research in English Education. Volume 3, Number 2, June 2018
Pode-se inferir do Texto IV que:
TEXTO III
Observe o cartoon abaixo para responder à questão:
A partir da leitura do Texto III, pode-se inferir que:
TEXTO II
Introduction to reading strategies
As students progress through school, they are asked to read increasingly complex informational and graphical texts in their courses. The ability to understand and use the information in these texts is key to a student’s success in learning. Successful students have a repertoire of strategies to draw upon, and know how to use them in different contexts. Struggling students need explicit teaching of these strategies to become better readers.
• knowledge of different types of texts and the best strategies for reading them.
• multiple and meaningful opportunities to practise reading in subj ect-specific contexts.
• opportunities to practise reading with appropriate resources.
• opportunities to talk about their reading and thinking.
• background knowledge in subject areas.
• expanded sight vocabularies and word-solving strategies for reading subj ect-specific texts.
• strategies for previewing texts, monitoring their understanding, determining the most important ideas and the relationships among them, remembering what they read, and making connections and inferences.
• strategies for becoming independent readers in any context.
Common Understandings About Reading
Reading is the active process of understanding print and graphic texts. Reading is a thinking process. Effective readers know that when they read, what they read is supposed to make sense. They monitor their understanding, and when they lose the meaning of what they are reading, they often unconsciously select and use a reading strategy (such as rereading or asking questions) that will help them reconnect with the meaning of the text. Reading skills and strategies can be taught explicitly while students are learning subject-specific content through authentic reading tasks.
Effective readers use strategies to understand what they read before, during, and after reading.
Before reading, they:
• use prior knowledge to think about the topic.
• make predictions about the probable meaning of the text.
• preview the text by skimming and scanning to get a sense of the overall meaning.
During reading, they:
• monitor understanding by questioning, thinking about, and reflecting on the ideas and information in the text.
After reading, they:
• reflect upon the ideas and information in the text.
• relate what they have read to their own experiences and knowledge.
• clarify their understanding of the text.
• extend their understanding in critical and creative ways.
Students can be taught to be strategic and effective readers. Struggling readers benefit from a variety of instructional approaches that demonstrate reading skills as subject content is taught. Direct teaching, thinking aloud, modelling, discussion, and small-group support are only a few of the approaches teachers use to help students become more strategic and effective readers in different contexts.
Think literacy: cross-curricular approaches, Grades 7-12.
Disponível em: http://www.edu.gov.on.ca/eng/studentsuccess/
thinkliteracy/files/reading.pdf . Acesso em 22 de novembro de
2018.
TEXTO II
Introduction to reading strategies
As students progress through school, they are asked to read increasingly complex informational and graphical texts in their courses. The ability to understand and use the information in these texts is key to a student’s success in learning. Successful students have a repertoire of strategies to draw upon, and know how to use them in different contexts. Struggling students need explicit teaching of these strategies to become better readers.
• knowledge of different types of texts and the best strategies for reading them.
• multiple and meaningful opportunities to practise reading in subj ect-specific contexts.
• opportunities to practise reading with appropriate resources.
• opportunities to talk about their reading and thinking.
• background knowledge in subject areas.
• expanded sight vocabularies and word-solving strategies for reading subj ect-specific texts.
• strategies for previewing texts, monitoring their understanding, determining the most important ideas and the relationships among them, remembering what they read, and making connections and inferences.
• strategies for becoming independent readers in any context.
Common Understandings About Reading
Reading is the active process of understanding print and graphic texts. Reading is a thinking process. Effective readers know that when they read, what they read is supposed to make sense. They monitor their understanding, and when they lose the meaning of what they are reading, they often unconsciously select and use a reading strategy (such as rereading or asking questions) that will help them reconnect with the meaning of the text. Reading skills and strategies can be taught explicitly while students are learning subject-specific content through authentic reading tasks.
Effective readers use strategies to understand what they read before, during, and after reading.
Before reading, they:
• use prior knowledge to think about the topic.
• make predictions about the probable meaning of the text.
• preview the text by skimming and scanning to get a sense of the overall meaning.
During reading, they:
• monitor understanding by questioning, thinking about, and reflecting on the ideas and information in the text.
After reading, they:
• reflect upon the ideas and information in the text.
• relate what they have read to their own experiences and knowledge.
• clarify their understanding of the text.
• extend their understanding in critical and creative ways.
Students can be taught to be strategic and effective readers. Struggling readers benefit from a variety of instructional approaches that demonstrate reading skills as subject content is taught. Direct teaching, thinking aloud, modelling, discussion, and small-group support are only a few of the approaches teachers use to help students become more strategic and effective readers in different contexts.
Think literacy: cross-curricular approaches, Grades 7-12.
Disponível em: http://www.edu.gov.on.ca/eng/studentsuccess/
thinkliteracy/files/reading.pdf . Acesso em 22 de novembro de
2018.
TEXTO II
Introduction to reading strategies
As students progress through school, they are asked to read increasingly complex informational and graphical texts in their courses. The ability to understand and use the information in these texts is key to a student’s success in learning. Successful students have a repertoire of strategies to draw upon, and know how to use them in different contexts. Struggling students need explicit teaching of these strategies to become better readers.
• knowledge of different types of texts and the best strategies for reading them.
• multiple and meaningful opportunities to practise reading in subj ect-specific contexts.
• opportunities to practise reading with appropriate resources.
• opportunities to talk about their reading and thinking.
• background knowledge in subject areas.
• expanded sight vocabularies and word-solving strategies for reading subj ect-specific texts.
• strategies for previewing texts, monitoring their understanding, determining the most important ideas and the relationships among them, remembering what they read, and making connections and inferences.
• strategies for becoming independent readers in any context.
Common Understandings About Reading
Reading is the active process of understanding print and graphic texts. Reading is a thinking process. Effective readers know that when they read, what they read is supposed to make sense. They monitor their understanding, and when they lose the meaning of what they are reading, they often unconsciously select and use a reading strategy (such as rereading or asking questions) that will help them reconnect with the meaning of the text. Reading skills and strategies can be taught explicitly while students are learning subject-specific content through authentic reading tasks.
Effective readers use strategies to understand what they read before, during, and after reading.
Before reading, they:
• use prior knowledge to think about the topic.
• make predictions about the probable meaning of the text.
• preview the text by skimming and scanning to get a sense of the overall meaning.
During reading, they:
• monitor understanding by questioning, thinking about, and reflecting on the ideas and information in the text.
After reading, they:
• reflect upon the ideas and information in the text.
• relate what they have read to their own experiences and knowledge.
• clarify their understanding of the text.
• extend their understanding in critical and creative ways.
Students can be taught to be strategic and effective readers. Struggling readers benefit from a variety of instructional approaches that demonstrate reading skills as subject content is taught. Direct teaching, thinking aloud, modelling, discussion, and small-group support are only a few of the approaches teachers use to help students become more strategic and effective readers in different contexts.
Think literacy: cross-curricular approaches, Grades 7-12.
Disponível em: http://www.edu.gov.on.ca/eng/studentsuccess/
thinkliteracy/files/reading.pdf . Acesso em 22 de novembro de
2018.
TEXTO I
English for Specific Purposes
English for specific purposes (ESP) refers to language research and instruction that focuses on the specific communicative needs and practices of particular social groups. Emerging out of Halliday, Macintosh, and Strevens’ (1964) groundbreaking work nearly 40 years ago, ESP started life as a branch of English language teaching, promising a stronger descriptive foundation for pedagogic materials. In the years since, ESP has consistently been at the cutting-edge of both theory development and innovative practice in applied linguistics, making a significant contribution to our understanding of the varied ways language is used in particular communities. Drawing on a range of interdisciplinary influences for its research methods, theory, and practices, ESP has consistently provided grounded insights into the structures and meanings of texts, the demands placed by academic or workplace contexts on communicative behaviors, and the pedagogic practices by which these behaviors can be developed.
HYLAND, K. “English for specific purposes: some influences and impacts”. In: Cummins, J. and Davison, C., (eds.) The International Handbook of English language education. Springer: Norwell, Mass, 2006.
TEXTO I
English for Specific Purposes
English for specific purposes (ESP) refers to language research and instruction that focuses on the specific communicative needs and practices of particular social groups. Emerging out of Halliday, Macintosh, and Strevens’ (1964) groundbreaking work nearly 40 years ago, ESP started life as a branch of English language teaching, promising a stronger descriptive foundation for pedagogic materials. In the years since, ESP has consistently been at the cutting-edge of both theory development and innovative practice in applied linguistics, making a significant contribution to our understanding of the varied ways language is used in particular communities. Drawing on a range of interdisciplinary influences for its research methods, theory, and practices, ESP has consistently provided grounded insights into the structures and meanings of texts, the demands placed by academic or workplace contexts on communicative behaviors, and the pedagogic practices by which these behaviors can be developed.
HYLAND, K. “English for specific purposes: some influences and impacts”. In: Cummins, J. and Davison, C., (eds.) The International Handbook of English language education. Springer: Norwell, Mass, 2006.
(Source:http://www.revasolutions.com/internet-of-things-newchallenges-and-practices-for-information-governance/. Retrieved on January 26th, 2018)
Governance Challenges for the Internet of Things
Virgilio A.F. Almeida -Federal University of Minas Gerais, Brazil
Danilo Doneda - Rio de Janeiro State University
Marília Monteiro - Public Law Institute of Brasília
Published by the IEEE Computer Society
© 2015
The future will be rich with sensors capable of collecting vast amounts of information. The Internet will be almost fused with the physical world as the Internet of Things (IoT) becomes a reality. Although it’s just beginning, experts estimate that by the end of 2015 there will be around 25 billion “things” connected to the global Internet. By 2025, the estimated number of connected devices should reach 100 billion. These estimates include smartphones, vehicles, appliances, and industrial equipment. Privacy, security, and safety fears grow as the IoT creates conditions for increasing surveillance by governments and corporations. So the question is: Will the IoT be good for the many, or the mighty few?
While technological aspects of the IoT have been extensively published in the technical literature, few studies have addressed the IoT’s social and political impacts. Two studies have shed light on challenges for the future with the IoT. In 2013, the European Commission (EC) published a study focusing on relevant aspects for possible IoT governance regimes. The EC report identified many challenges for IoT governance — namely privacy, security, ethics, and competition. In 2015, the US Federal Trade Commission (FTC) published the FTC Staff Report The Internet of Things: Privacy and Security in a Connected World. Although the report emphasizes the various benefits that the IoT will bring to consumers and citizens, it acknowledges that there are many risks associated with deploying IoT-based applications, especially in the realm of privacy and security.
[…]
The nature of privacy and security problems frequently
associated with the IoT indicates that further research, analysis,
and discussion are needed to identify possible solutions. First, the
introduction of security and privacy elements in the very design
of sensors, implementing Privacy by Design, must be taken into
account for outcomes such as the homologation process of
sensors by competent authorities. Even if the privacy governance
of IoT can oversee the control centers for collected data, we must
develop concrete means to set limits on the amount or nature of
the personal data collected.
Other critical issues regard notification and consent. If, from one side, it’s true that several sensors are already collecting as much personal data as possible, something must be done to increase citizens’ awareness of these data collection processes. Citizens must have means to take measures to protect their rights whenever necessary. If future scenarios indicate the inadequacy of a mere notice-and-consent approach, alternatives must be presented so that the individual’s autonomy isn’t eroded.
As with other technologies that aim to change human life, the IoT must be in all respects designed with people as its central focus. Privacy and ethics aren’t natural aspects to be considered in technology’s agenda. However, these features are essential to build the necessary trust in an IoT ecosystem, making it compatible with human rights and ensuring that it’s drafted at the measure, and not at the expense, of people.
(Source: https://cyber.harvard.edu/~valmeida/pdf/IoT-governance.pdf
Retrieved on January 23rd, 2018)
(Source:http://www.revasolutions.com/internet-of-things-newchallenges-and-practices-for-information-governance/. Retrieved on January 26th, 2018)
Governance Challenges for the Internet of Things
Virgilio A.F. Almeida -Federal University of Minas Gerais, Brazil
Danilo Doneda - Rio de Janeiro State University
Marília Monteiro - Public Law Institute of Brasília
Published by the IEEE Computer Society
© 2015
The future will be rich with sensors capable of collecting vast amounts of information. The Internet will be almost fused with the physical world as the Internet of Things (IoT) becomes a reality. Although it’s just beginning, experts estimate that by the end of 2015 there will be around 25 billion “things” connected to the global Internet. By 2025, the estimated number of connected devices should reach 100 billion. These estimates include smartphones, vehicles, appliances, and industrial equipment. Privacy, security, and safety fears grow as the IoT creates conditions for increasing surveillance by governments and corporations. So the question is: Will the IoT be good for the many, or the mighty few?
While technological aspects of the IoT have been extensively published in the technical literature, few studies have addressed the IoT’s social and political impacts. Two studies have shed light on challenges for the future with the IoT. In 2013, the European Commission (EC) published a study focusing on relevant aspects for possible IoT governance regimes. The EC report identified many challenges for IoT governance — namely privacy, security, ethics, and competition. In 2015, the US Federal Trade Commission (FTC) published the FTC Staff Report The Internet of Things: Privacy and Security in a Connected World. Although the report emphasizes the various benefits that the IoT will bring to consumers and citizens, it acknowledges that there are many risks associated with deploying IoT-based applications, especially in the realm of privacy and security.
[…]
The nature of privacy and security problems frequently
associated with the IoT indicates that further research, analysis,
and discussion are needed to identify possible solutions. First, the
introduction of security and privacy elements in the very design
of sensors, implementing Privacy by Design, must be taken into
account for outcomes such as the homologation process of
sensors by competent authorities. Even if the privacy governance
of IoT can oversee the control centers for collected data, we must
develop concrete means to set limits on the amount or nature of
the personal data collected.
Other critical issues regard notification and consent. If, from one side, it’s true that several sensors are already collecting as much personal data as possible, something must be done to increase citizens’ awareness of these data collection processes. Citizens must have means to take measures to protect their rights whenever necessary. If future scenarios indicate the inadequacy of a mere notice-and-consent approach, alternatives must be presented so that the individual’s autonomy isn’t eroded.
As with other technologies that aim to change human life, the IoT must be in all respects designed with people as its central focus. Privacy and ethics aren’t natural aspects to be considered in technology’s agenda. However, these features are essential to build the necessary trust in an IoT ecosystem, making it compatible with human rights and ensuring that it’s drafted at the measure, and not at the expense, of people.
(Source: https://cyber.harvard.edu/~valmeida/pdf/IoT-governance.pdf
Retrieved on January 23rd, 2018)
(Source:http://www.revasolutions.com/internet-of-things-newchallenges-and-practices-for-information-governance/. Retrieved on January 26th, 2018)
Governance Challenges for the Internet of Things
Virgilio A.F. Almeida -Federal University of Minas Gerais, Brazil
Danilo Doneda - Rio de Janeiro State University
Marília Monteiro - Public Law Institute of Brasília
Published by the IEEE Computer Society
© 2015
The future will be rich with sensors capable of collecting vast amounts of information. The Internet will be almost fused with the physical world as the Internet of Things (IoT) becomes a reality. Although it’s just beginning, experts estimate that by the end of 2015 there will be around 25 billion “things” connected to the global Internet. By 2025, the estimated number of connected devices should reach 100 billion. These estimates include smartphones, vehicles, appliances, and industrial equipment. Privacy, security, and safety fears grow as the IoT creates conditions for increasing surveillance by governments and corporations. So the question is: Will the IoT be good for the many, or the mighty few?
While technological aspects of the IoT have been extensively published in the technical literature, few studies have addressed the IoT’s social and political impacts. Two studies have shed light on challenges for the future with the IoT. In 2013, the European Commission (EC) published a study focusing on relevant aspects for possible IoT governance regimes. The EC report identified many challenges for IoT governance — namely privacy, security, ethics, and competition. In 2015, the US Federal Trade Commission (FTC) published the FTC Staff Report The Internet of Things: Privacy and Security in a Connected World. Although the report emphasizes the various benefits that the IoT will bring to consumers and citizens, it acknowledges that there are many risks associated with deploying IoT-based applications, especially in the realm of privacy and security.
[…]
The nature of privacy and security problems frequently
associated with the IoT indicates that further research, analysis,
and discussion are needed to identify possible solutions. First, the
introduction of security and privacy elements in the very design
of sensors, implementing Privacy by Design, must be taken into
account for outcomes such as the homologation process of
sensors by competent authorities. Even if the privacy governance
of IoT can oversee the control centers for collected data, we must
develop concrete means to set limits on the amount or nature of
the personal data collected.
Other critical issues regard notification and consent. If, from one side, it’s true that several sensors are already collecting as much personal data as possible, something must be done to increase citizens’ awareness of these data collection processes. Citizens must have means to take measures to protect their rights whenever necessary. If future scenarios indicate the inadequacy of a mere notice-and-consent approach, alternatives must be presented so that the individual’s autonomy isn’t eroded.
As with other technologies that aim to change human life, the IoT must be in all respects designed with people as its central focus. Privacy and ethics aren’t natural aspects to be considered in technology’s agenda. However, these features are essential to build the necessary trust in an IoT ecosystem, making it compatible with human rights and ensuring that it’s drafted at the measure, and not at the expense, of people.
(Source: https://cyber.harvard.edu/~valmeida/pdf/IoT-governance.pdf
Retrieved on January 23rd, 2018)
Mark the statements below as true (T) or false (F) according to Text II:
( ) There are already many studies on the social and political effects of the IoT.
( ) Research studies on security and privacy still need to be carried out.
( ) The report from the US Federal Trade Commission supported the unrestricted use of the IoT.
(Source: http://www.information-age.com/approach-cloud-computingcyber-security-2017-123466624/ Retrieved on January 26th, 2018)
How to approach cloud computing and cyber security in 2017
The adoption of cloud computing has been on the up since as far back as 2008, when a survey conducted by the Pew Research Institute found that cloud services were used by nearly 69% of Americans. Since then, the industry has experienced hypergrowth and exceeded the already vast predictions of how big it would become.
IDC predicts that the cloud computing market in 2017 will be worth $107 billion and, according to Gartner, by 2020 a corporate ‘no-cloud’ policy will be as unusual as a ‘no-internet’ policy would be today. Indeed, it would be difficult to imagine an organisation in 2017 that did not use webmail, file sharing and storage, and data backup.
As the use of cloud computing spreads so does awareness of the associated risks. At the time of writing, there have been 456 data breaches worldwide this year according to the Identity Theft Resource Center (ITRC). The ITRC also noted a 40% increase in data breaches in 2016 compared to the previous year. Yet, despite the well-documented cases of data breaches, organisations continue to invest in and adopt cloud computing services because the benefits usually outweigh the risks.
To understand why the growth of cloud computing has continued in the face of high-profile data breaches, look first to what it can offer an organisation.
Cheaper, bigger, better
Cloud computing is a virtual environment that can adapt to meet user needs. It is not constrained by physical limits, and is easily scalable – making it an obvious choice for start-ups. Cloud computing makes state-of-the-art capability available to anyone with an internet connection and a browser, reducing hardware and IT personnel costs.
Cloud services and software applications are managed and upgraded off-site by the provider, meaning organisations can access technology they would not have been able to afford to install and manage on their own. The popularity of the cloud essentially comes down to its provision of advanced, nextgeneration IT resources in an environment that is cheaper and more scalable than local networks.
The risks involved with cloud computing are mostly securitybased. Clouds are often made up of multiple entities, which means that no configuration can be more secure than its weakest link. The link between separate entities means that attacks to multiple sites can occur simultaneously. When cloud providers do not employ adequate cyber security measures, those clouds become a target for cybercriminals.
Yet, it’s not all bad news. A user survey conducted by one cloud service provider found that concerns about security fell to 25% compared to 29% last year. And as more becomes known about security risks so too does our knowledge around what organisations can do to protect themselves.
(Source: http://www.information-age.com/approach-cloud-computingcyber-security-2017-123466624/. Retrieved on January 25th, 2018)
(Source: http://www.information-age.com/approach-cloud-computingcyber-security-2017-123466624/ Retrieved on January 26th, 2018)
How to approach cloud computing and cyber security in 2017
The adoption of cloud computing has been on the up since as far back as 2008, when a survey conducted by the Pew Research Institute found that cloud services were used by nearly 69% of Americans. Since then, the industry has experienced hypergrowth and exceeded the already vast predictions of how big it would become.
IDC predicts that the cloud computing market in 2017 will be worth $107 billion and, according to Gartner, by 2020 a corporate ‘no-cloud’ policy will be as unusual as a ‘no-internet’ policy would be today. Indeed, it would be difficult to imagine an organisation in 2017 that did not use webmail, file sharing and storage, and data backup.
As the use of cloud computing spreads so does awareness of the associated risks. At the time of writing, there have been 456 data breaches worldwide this year according to the Identity Theft Resource Center (ITRC). The ITRC also noted a 40% increase in data breaches in 2016 compared to the previous year. Yet, despite the well-documented cases of data breaches, organisations continue to invest in and adopt cloud computing services because the benefits usually outweigh the risks.
To understand why the growth of cloud computing has continued in the face of high-profile data breaches, look first to what it can offer an organisation.
Cheaper, bigger, better
Cloud computing is a virtual environment that can adapt to meet user needs. It is not constrained by physical limits, and is easily scalable – making it an obvious choice for start-ups. Cloud computing makes state-of-the-art capability available to anyone with an internet connection and a browser, reducing hardware and IT personnel costs.
Cloud services and software applications are managed and upgraded off-site by the provider, meaning organisations can access technology they would not have been able to afford to install and manage on their own. The popularity of the cloud essentially comes down to its provision of advanced, nextgeneration IT resources in an environment that is cheaper and more scalable than local networks.
The risks involved with cloud computing are mostly securitybased. Clouds are often made up of multiple entities, which means that no configuration can be more secure than its weakest link. The link between separate entities means that attacks to multiple sites can occur simultaneously. When cloud providers do not employ adequate cyber security measures, those clouds become a target for cybercriminals.
Yet, it’s not all bad news. A user survey conducted by one cloud service provider found that concerns about security fell to 25% compared to 29% last year. And as more becomes known about security risks so too does our knowledge around what organisations can do to protect themselves.
(Source: http://www.information-age.com/approach-cloud-computingcyber-security-2017-123466624/. Retrieved on January 25th, 2018)
(Source: http://www.information-age.com/approach-cloud-computingcyber-security-2017-123466624/ Retrieved on January 26th, 2018)
How to approach cloud computing and cyber security in 2017
The adoption of cloud computing has been on the up since as far back as 2008, when a survey conducted by the Pew Research Institute found that cloud services were used by nearly 69% of Americans. Since then, the industry has experienced hypergrowth and exceeded the already vast predictions of how big it would become.
IDC predicts that the cloud computing market in 2017 will be worth $107 billion and, according to Gartner, by 2020 a corporate ‘no-cloud’ policy will be as unusual as a ‘no-internet’ policy would be today. Indeed, it would be difficult to imagine an organisation in 2017 that did not use webmail, file sharing and storage, and data backup.
As the use of cloud computing spreads so does awareness of the associated risks. At the time of writing, there have been 456 data breaches worldwide this year according to the Identity Theft Resource Center (ITRC). The ITRC also noted a 40% increase in data breaches in 2016 compared to the previous year. Yet, despite the well-documented cases of data breaches, organisations continue to invest in and adopt cloud computing services because the benefits usually outweigh the risks.
To understand why the growth of cloud computing has continued in the face of high-profile data breaches, look first to what it can offer an organisation.
Cheaper, bigger, better
Cloud computing is a virtual environment that can adapt to meet user needs. It is not constrained by physical limits, and is easily scalable – making it an obvious choice for start-ups. Cloud computing makes state-of-the-art capability available to anyone with an internet connection and a browser, reducing hardware and IT personnel costs.
Cloud services and software applications are managed and upgraded off-site by the provider, meaning organisations can access technology they would not have been able to afford to install and manage on their own. The popularity of the cloud essentially comes down to its provision of advanced, nextgeneration IT resources in an environment that is cheaper and more scalable than local networks.
The risks involved with cloud computing are mostly securitybased. Clouds are often made up of multiple entities, which means that no configuration can be more secure than its weakest link. The link between separate entities means that attacks to multiple sites can occur simultaneously. When cloud providers do not employ adequate cyber security measures, those clouds become a target for cybercriminals.
Yet, it’s not all bad news. A user survey conducted by one cloud service provider found that concerns about security fell to 25% compared to 29% last year. And as more becomes known about security risks so too does our knowledge around what organisations can do to protect themselves.
(Source: http://www.information-age.com/approach-cloud-computingcyber-security-2017-123466624/. Retrieved on January 25th, 2018)
(Source: http://www.information-age.com/approach-cloud-computingcyber-security-2017-123466624/ Retrieved on January 26th, 2018)
How to approach cloud computing and cyber security in 2017
The adoption of cloud computing has been on the up since as far back as 2008, when a survey conducted by the Pew Research Institute found that cloud services were used by nearly 69% of Americans. Since then, the industry has experienced hypergrowth and exceeded the already vast predictions of how big it would become.
IDC predicts that the cloud computing market in 2017 will be worth $107 billion and, according to Gartner, by 2020 a corporate ‘no-cloud’ policy will be as unusual as a ‘no-internet’ policy would be today. Indeed, it would be difficult to imagine an organisation in 2017 that did not use webmail, file sharing and storage, and data backup.
As the use of cloud computing spreads so does awareness of the associated risks. At the time of writing, there have been 456 data breaches worldwide this year according to the Identity Theft Resource Center (ITRC). The ITRC also noted a 40% increase in data breaches in 2016 compared to the previous year. Yet, despite the well-documented cases of data breaches, organisations continue to invest in and adopt cloud computing services because the benefits usually outweigh the risks.
To understand why the growth of cloud computing has continued in the face of high-profile data breaches, look first to what it can offer an organisation.
Cheaper, bigger, better
Cloud computing is a virtual environment that can adapt to meet user needs. It is not constrained by physical limits, and is easily scalable – making it an obvious choice for start-ups. Cloud computing makes state-of-the-art capability available to anyone with an internet connection and a browser, reducing hardware and IT personnel costs.
Cloud services and software applications are managed and upgraded off-site by the provider, meaning organisations can access technology they would not have been able to afford to install and manage on their own. The popularity of the cloud essentially comes down to its provision of advanced, nextgeneration IT resources in an environment that is cheaper and more scalable than local networks.
The risks involved with cloud computing are mostly securitybased. Clouds are often made up of multiple entities, which means that no configuration can be more secure than its weakest link. The link between separate entities means that attacks to multiple sites can occur simultaneously. When cloud providers do not employ adequate cyber security measures, those clouds become a target for cybercriminals.
Yet, it’s not all bad news. A user survey conducted by one cloud service provider found that concerns about security fell to 25% compared to 29% last year. And as more becomes known about security risks so too does our knowledge around what organisations can do to protect themselves.
(Source: http://www.information-age.com/approach-cloud-computingcyber-security-2017-123466624/. Retrieved on January 25th, 2018)
Text I deals with cloud computing and cyber security. In this respect, analyse the following statements:
I. The risks of breaches in cloud computing are minimal.
II. Cloud computing has developed beyond projections.
III. Results of a survey indicate users are becoming more confident about security.
Choose the correct answer:
Based on the text, judge the following item.
Smart TVs have been popular for many decades.
Based on the text, judge the following item.
The variety of TV programs was much greater after the
1970s.
Based on the text, judge the following item.
In the 1970s, it was only possible to watch local TV
programs.
Based on the text, judge the following item.
Some decades ago, watching TV depended on different
factors, including the weather.
Based on the text, judge the following item.
Without a wireless adapter, it is not possible to connect
a Smart TV to the Internet.
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